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In the past decade or two teaching has changed significantly, so much in fact that schools may not be what some of us remember from our own childhood. Changes have affected both the opportunities and the challenges of teaching, as well as the attitudes, knowledge, and skills needed to prepare for a teaching career. The changes have influenced much of the content of this book.
To see what we mean, look briefly at four new trends in education, at how they have changed what teachers do, and at how you will therefore need to prepare to teach:
How do these changes show up in the daily life of classrooms? The answer depends partly on where you teach; circumstances differ among schools, cities, and even whole societies. Some clues about the effects of the trends on classroom life can be found, however, by considering one particular case—the changes happening in North America.
Students have, of course, always been diverse. Whether in the past or in the present day, students learn at unique paces, show unique personalities, and learn in their own ways. In recent decades, though, the forms and extent of diversity have increased. Now more than ever, teachers are likely to serve students from diverse language backgrounds, to serve more individuals with special educational needs, and to teach students either younger and older than in the past.
Take the case of language diversity. In the United States, about 40 million people, or 14 per cent of the population are Hispanic. About 20 per cent of these speak primarily Spanish, and approximately another 50 per cent speak only limited English (United States Census Bureau, 2005). The educators responsible for the children in this group need to accommodate instruction to these students somehow. Part of the solution, of course, is to arrange specialized second-language teachers and classes. But adjustment must also happen in “regular” classrooms of various grade levels and subjects. Classroom teachers must learn to communicate with students whose English language background is limited, at the same time that the students themselves are learning to use English more fluently (Pitt, 2005). Since relatively few teachers are Hispanic or speak fluent Spanish, the adjustments can sometimes be a challenge. Teachers must plan lessons and tasks that students actually understand. At the same time teachers must also keep track of the major learning goals of the curriculum. In [link] (“Student Diversity”) and [link] (“Planning Instruction”), some strategies for doing so are described. As you gain experience teaching, you will no doubt find additional strategies and resources (Gebhard, 2006), especially if second-language learners become an important part of your classes.
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